Born Not Made: The Nativist Myth and Teachers' Thinking

Autor/inn/en	Scott, Catherine; Dinham, Steve
Titel	Born Not Made: The Nativist Myth and Teachers' Thinking
Quelle	In: Teacher Development, 12 (2008) 2, S.115-124 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Teaching Skills; Teacher Competencies; Teacher Characteristics; Teaching (Occupation); Teacher Qualifications; Faculty Development; Teaching Experience; Psychological Patterns; Cognitive Style; Academic Ability; Teacher Expectations of Students; Teacher Influence + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Teaching; Lehrberuf; Lehrqualifikation; Cognitive styles; Kognitiver Stil
Abstract	In this article, the authors explore the possible origins of nativist myths about teaching expertise in the cultural and organisational context of teaching. They propose that the cultural preference for explanations for human behaviour that are based on personal dispositions conceived of as entities, combined with the opaque nature of teaching expertise, predispose teachers to the belief that ability as a teacher is inborn. They explore the consequences of this belief for professional development, especially development that involves the acceptance of expertise that arises outside the teaching profession. They contrast this with the consequences of a model in which professional expertise is understood as a fluid and "unstable" process. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10